1. Equality and Diversity

2. Objectives Critically evaluate teaching and learning methods
Use analytical skills to explore diversity
Relate Social and emotional aspects to learning behaviours
Collaborate ideas and make change happen

3. INTRODUCTIONS
CASSIE PAUL
1 positive 1 negative experience of E & D

4. Music Intro
Paul Simon… Diamonds on the soles of her feet What is this song about?

5. Where are we? E & D STATISTICS
Business & professional development
Hairdressing & Beauty Therapy
Hospitality & Catering
Strengths
Learning % 8/23
Teaching % 10/23
Assessment /23
Areas for improvement
Learning 8.70% 2/23
Teaching 4.35% 1/23
Strengths
Learning /27
Teaching /27
Assessment /27
Areas for improvement
Learning /27
Teaching /27
Strengths
Learning /8
Teaching /8
Assessment /8
Areas for improvement
Learning N/A
Teaching N/A

6. How did you get on with the 9 dot puzzle?

7. Fundamental British Values
Enable students to develop:
Self-knowledge, self-esteem and self-confidence
Sense of right from wrong
Respect the civil and criminal law of England
Responsibility for their behaviour and to show initiative
Positive contribution to the college and community
General knowledge of public institutions and services in England
Tolerance and harmony between different cultural traditions
Knowledge of the democratic processes

8. DIVERSITY
A good curriculum creates specific opportunities for students to develop empathy and understanding around issues
UK - £200
International - £10

9. What is Diversity?
Trust activity

10. Unconscious bias
Level 2 – after time & building relationships they move into
COMFY
zone
Level 1 – hi - ya getting to know – familiar with (biggest number)
Level 1
Level 2
Level 3
Level 3 –
Our TRUSTED 10

11. Consider this riddle: A father and his son were involved
in a road accident. The father was
killed and his son badly injured.
The son was rushed to hospital and was immediately admitted to the operating theatre. The surgeon looked shocked and exclaimed :
‘That’s my son on the operating table!’

12. What does good practice look like?
E&D are integrated fully into the learning experience. Teacher manages students’ behaviour skilfully, showing great awareness E&D in the session. Teacher and students model best practice in inclusive language, attitudes, activities & resources Learners encouraged to discuss E&D within the context of the lesson Teacher and students demonstrate mutual respect through use of inclusive language, attitudes, activities and resources.

13. What is Equality?
Stepping out!!!!

14. Introducing - SMSC http://www.doingsmsc.org.uk/citizenship/
Debating.  Development of charters and policies relating to mobile phone, racism, xenophobia or bullying based on the UN Convention of the Rights of the Child.  Having class, year and school councils.  Effective use of tutorial.  High quality work experience. 
The spiritual, moral, social and cultural development (SMSC) of pupils is intrinsic to the subject of Citizenship, as recognized in Ofsted’s latest guidance. Citizenship plays a special role by introducing pupils to topical and often controversial issues, problems and events in society and the wider world. Often the four elements of SMSC inter-relate in the context of these issues.

15. HOW?
1. The electoral system and party politics 2. The constitution and political system 3. Active citizenship & Volunteering 4. Finance, the economy & money 5. Justice, the legal system and international law
Pupils should discuss and debate:  How are decisions made?  Why have rules and laws?  What ought to change?  How could I help to improve things?

16. TUTORIAL & TLA Promote – events & celebrate differences
Embed – use naturally occurring opportunities using examples that suit their vocation
Culture – show respect, follow rules & respect other religions

17. SOLA

18. Song for Georgie
Rod Stewart..

19. Embedding Equality & Diversity into the Curriculum
What do you do well and what could you improve?

20. 10 steps to success… Acknowledge a problem
Monitor & respond to incidents
Develop policies & share fully
Challenge
Training (SD), Information & support for staff/teams
Integrate
Use externals (e.g. Stonewall’s Champions)
Role models
Don’t make assumptions
Celebrate achievement in tackling problems (e.g. Staff News)
(Adapted from Stonewall’s ‘The Teacher's Report’ 2007)

21. References: http://www.equalities.gov.uk